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Literacy/ELA

GRCSU Literacy Expectations 2023-2024

Literacy Expectation:

Our literacy work is grounded in the Science of Reading. We use the following programs to guide our work: 

What guidance does the science of reading offer?

Research is clear about what matters to teach in early literacy instruction: phonological awareness, phonics and word recognition, fluency, vocabulary and oral language comprehension, and text comprehension. For each of these, a convergence of evidence tells us what works, in practice.

  • Phonological awareness: Teach students to recognize and manipulate the sounds within words. Move from syllables to the individual sounds, or phonemes. Explicitly connect phonemes to letters to more effectively support word decoding.
  • Phonics and word recognition: Teach letter sounds and sound-spelling patterns explicitly and systematically. Practices that include both reading and writing of words in isolation and in text are most supportive of taught phonics.
  • Fluency: Include frequent chances for students to read and re-read orally from connected text—sentences, paragraphs, and passages. Focus on the development of both automatic word recognition and fluent expression, keeping understanding of the text as the central goal.
  • Vocabulary and oral language comprehension: Include high-quality, language-rich interactions in instruction. With read-aloud texts, unpack academic and inferential language. Explicitly build students’ recognition of shared morphemes (e.g., root words, affixes) across words, both in oral and written language.
  • Text comprehension: Even before young students can read on their own, teach from rich texts via read-alouds and scaffolded reading. Teach students to use metacognitive strategies like setting a purpose, monitoring for meaning, and building inferences while reading. Discuss texts, including focusing on their organizational structures.